Autobiography in science education: Greater objectivity through local knowledge |
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| Authors: | Angela Calabrese Barton Darkside |
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| Institution: | (1) New York City;(2) SZB Science Education Center, 3rd Fl., College of Education, The University of Texas at Austin, Austin, USA |
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| Abstract: | In our paper we argue that (1) autobiography ought to be considered both the telling of one's story and the using of that
story with others to understand and use difference productively, and (2) autobiography (as telling and interacting) dismantles
the universalistic tug of science and replaces it with a push for science as local knowledge. To accomplish this dual task,
we share selective autobiographical accounts of lives (autobiography as telling), and then use these accounts to have a conversation
about urban science education (autobiography as interacting). Following these autobiographical accounts we then discuss how
our different stories apart and together provide a greater objective insight into what it means to come-to-know science.
When talking about their lives, people lie sometimes, forget a lot, exaggerate, become confused, and get things wrong. Yet,
they are revealing truths. These truths don't reveal the past “as it actually was,” aspiring to a standard of objectivity.
They give us instead the truths of our experiences. (Personal Narratives Group (PNG), 1989, p. 261) |
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